Lindley Pre-School PlaygroupOfsted inspection, 15 Jun 2010

Lindley Pre-School Playgroup Inspection report for early years provision

p.1

Unique reference number 311322 Inspection date 15/06/2010 Inspector Kaldip Kaur Chaggar-Brown

p.1

Setting address Methodist Church Centre, East Street, Huddersfield, West Yorkshire, HD3 3ND Telephone number 07905725128 Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

p.1

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St Ann's Square Manchester M2 7LA

p.2

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.2

Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

p.3

Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

p.3

Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

p.3

Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.3

Description of the setting

Lindley Pre-School Playgroup has been registered since 1989 and is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The provision is open all year round, except for school holidays. The playgroup operates from the Methodist Centre in the village of Lindley, near Huddersfield. The playgroup has access to a large playroom, a smaller side room and storage areas on the first floor and to ground floor toilet facilities. There is an outdoor play area. Access to the provision is via stairs inside the building.

p.4

Description of the setting

The group is registered for 26 children aged from two years old to five years old. They are currently caring for 54 children. The playgroup offers places for nursery education funding. The playgroup supports children with English as an additional language and children with special educational needs and/or disabilities. There are five staff that work with the children. The manager holds Early Years Professional Status and other staff hold a childcare qualification that is appropriate to the post. The setting receives support from the local authority and Pre-School Playgroups Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children are appropriately supported to ensure their needs are routinely met and as a result, they make satisfactory progress in their learning and development. The setting works in partnership with parents, and has good systems in place to work closely with other professionals to support children's individual needs. The setting demonstrates a positive attitude towards continuous improvement, recognising that there are areas for further improvement.

p.4

further?

To further improve the early years provision the registered person should:

p.4

further?

 further develop the learning environment to provide challenging opportunities for children to actively learn through their own exploration of resources  continue to develop partnerships with parents with regard to their involvement in adding to their child's learning and development profile  continue to develop methods to ensure that children’s progress and next steps in learning are recorded consistently.

p.4

the early years provision

The provision has suitable arrangements in place to ensure that children are safeguarded. Risk assessments are carried out and staff are fully aware of how to implement everyday practice to keep children safe. Good arrangements are in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place to ensure that staff are suitably qualified to work with children. For example, they must have a Criminal Records Bureau check in place before working with the children. Staff have the opportunity to attend training to improve their practice, such as how to undertake observations, assessments and planning. However, effective implementation of this training is not always carried out. For example, records such as children's developmental records are not completed consistently.

p.4

the early years provision

The provision is led by an early years professional, who has begun to put into place systems to improve the quality of care and education. Satisfactory progress has been made with regard to improvements. A self-evaluation of the provision has been started, and the local authority have undertaken their own monitoring and devised an improvement plan to support this improvement. Staff have a suitable understanding of their roles and responsibilities and generally undertake this in an appropriate manner. Policies and procedures required for the management of the provision are in place, although they are in the process of being re-written, to reflect changes made to the provision. Staff have a satisfactory understanding of how to implement policies and procedures.

p.5

the early years provision

The learning environment does not always provide opportunities for children to actively learn through their own exploration of resources, as these are not always present. Children make good use of some of the resources to support their play, such as play tents which they use when they want to chat quietly to their friends. Children are learning about issues such as sustainability, as they have recently planted their own herbs and vegetables. The provision liaised with the church to develop a small area to enable them to do this.

p.5

the early years provision

Inclusive practice is actively promoted by the provision. For example, they work closely with health care professionals, to ensure that all children are able to access activities provided by the provision. Staff work closely with parents to enable them to support their child's learning and to ensure that children's needs are met. Parents receive a welcome pack about the provision and they are encouraged to share what they know about their child before they start, such as details of any allergies or individual needs. Parents are kept informed about their child's achievements and progress through discussions with staff.

p.5

and outcomes for children

Activities are planned to meet children's needs. These are broken down to include all areas of learning and there is a good range of adult and child-led activities. Activities outside of the provision are also planned, such as a visit to the local garden centre. Children's learning is supported satisfactorily as staff involve themselves in what children are doing. However, opportunities are missed, as not all staff ask children supplementary or probing questions. Staff inconsistently identify children's next steps in their learning. As a result, they do not always have an accurate understanding of children's learning and development. The provision links into the local authority's developmental record system.

p.5

and outcomes for children

The provision has good systems in place to ensure that children's individual needs This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are met. For example, individual educational plans are discussed, targets and strategies are identified with parents and other professionals involved in children's care. Staff work with parents to support what they do at home to ensure consistency. However, not all parents are as actively involved in their child's learning, for example, children's developmental profiles are not easily accessible to all parents.

p.5

and outcomes for children

Children undertake activities where they can be creative, they enjoy painting the fence with water using large brushes and they are excited when they make models out of empty boxes. They enjoy chatting to each other about the pictures they are drawing. They also enjoy looking at books, sitting closely to staff as they listen to the story. They respond appropriately when asked by staff what else begins with the letter 'C', developing their understanding that letters have meaning. Children use mathematical language appropriately, for example, they know when they are at the back of a queue and how to count up to 14. They are able to construct models from wooden bricks, such as a tower, carefully balancing blocks onto each other.

p.6

and outcomes for children

Children show curiosity in their environment, as they watch a bee flying from flower to flower, some children know that it is collecting pollen to make honey. Staff do encourage children to think about their experiences outside of the provision, such as 'have they been in a caravan?'. Children show confidence when talking to people they do not know and they are able to recount what they like doing. They join in with activities provided by outside groups and understand how to follow instructions, such as moving around each other without touching. As a result, they can negotiate moving around each other and the furniture with ease. Children seek out their friends to share experiences, such as playing inside and outside of a play tent.

p.6

and outcomes for children

Children feel safe as they are developing an understanding of how to do this. For example, children take part in a fire evacuation practice on a regular basis. Also staff gently remind children about holding onto the handrail when on the stairs. Staff promote children's understanding of good health through fun activities and discussion about healthy eating following a librarian's visit. They listened to a story involving food and then had to choose which was healthy food from a selection of different items.

p.6

and outcomes for children

Relationships between children and staff are good, children respond to instructions appropriately and they seek out support from staff, such as when needing to use the bathroom, they know they have to be escorted due to its location. Children's behaviour is good and staff recognise what children have done and offer praise, which boosts children's self-esteem. Children have the opportunity to cooperate with each other when completing jigsaws and making models, helping to develop skills for the future. Visitors to the provision include a grandma who came to show children how she knitted a jumper for one of the bears. As a result, children learn about how others can help us. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.7

Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8